ABC Storybook for Curious George Goes to the Hospital by Margret & H.A. Rey
Activities Created by Elizabeth Jest
Anticipation Activities
Picture Walk (Comprehension) A.4.1 Use effective reading strategies to achieve their purposes in reading.(Discern how written texts and accompanying illustrations connect to convey meaning) C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
I will introduce the book to the students and read the title. I will see if any of the students have read a Curious George book before. I will have the students make predictions starting with the cover.Then the whole class will do a picture walk through the book. The students will look at the pictures and predict what is going to happen. They are to comprehend what the story is about by looking at the pictures. The students will share their ideas with the group. The class will create a plot for the story and ask any questions before the reading is done. I will write the students' predictions on the board before we begin the story. At the end of the lesson, we will refer back to the predictions and see what was right and wrong.
K-W-L Chart (Comprehension) C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty.)
I will start the class with reading the title of Curious George Goes to the Hospital. Then the class will fill out a K-W-L based on what they know about hospitals. This will allow me to see what prior knowledge they already possess. They will have a chance to give their opinions and ask their questions. The K-W-L will be filled out on kidspiration.com or created on a whiteboard. I have given an example of some of the things that they might know, want to know and will learn by reading this book. At the end of the lesson, the L section of the K-W-L will be completed. This is a sample of a K-W-L from Kidspiration.com.
Blabberize(Comprehension)
C.4.2 Listen to and comprehend oral communications. (Identify and summarize key points of a story or discussion)
I will tell the students that Curious George wants to introduce his latest adventure to us. The Blabberize is of Curious George, and he introduces the story and tries to get the students to predict what is going to happen in the story. This will create discussion on what will happen in the story. It will also give insight into the students’ background knowledge. The students will also discuss what curious means and will have a better insight on what to expect throughout the story.
Building Knowledge Activities
Literature Circles (Comprehension and Fluency) A.4.2 Read, interpret, and critically analyze literature. (Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences)
C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. (Participate in group readings, such as choral, echo, and shadow reading)
C.4.3 Participate effectively in discussion. (Reflect on the ideas and opinions of others and respond thoughtfully)
The class will first read through Curious George Goes to the Hospital. I will go through and answer any questions and show them an example of a story map that they will complete as a group at the end of their literature circle. The students will be split into 4 to 5 different literature circles. They will read other Curious George books. The other books are at a slightly easier level than the one that is read in class. The students will read about kites, pizza, ice cream, pancakes or dinosaurs based on their interests. The students will read the book a few times and then discuss it in their groups. The students will be assessed based on the consolidation activity and their participation in the group. There will also be a sheet with a few questions that will help the students formulate their main ideas from the book.
Vocabulary Flashcards (Vocabulary and Phonics) D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly.)
Before the story is read, the students will be introduced to new vocabulary. We will then read through the story and notice where the words are found in the story. After the story has been read through a few times, the students will use the online flashcards by quizlet.com to practice the new vocabulary that they will encounter in the reading. The definition is on one side and the vocabulary word is on the other side. They can jumble the cards and there are various games for them to play using the flashcards. The words chosen for the flashcards are high frequency words and they are: curious, resist, complain, terrible and except. We will also go through a few other new words that they may not know, but are not used often like stethoscope. The students can also make their own flashcards on index cards to create their own dictionaries. These words will help them create richer writing works. The students will sound out the words on their fingers. The students will find prefixes and suffixes of the words in addition to learning the definitions.
Visit: Quizlet
username:ejjest password: reading1
Click on the flash cards called, Curious George
Feelings Web (Vocabulary and Comprehension) Wisconsin Standard (A.4.1) Use effective reading strategies to achieve their purposes in reading. (Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty.)
C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
After reading the story together, the students will create different feelings for how they feel about going to the hospital. What different emotions can you have while being at the hospital? Can you think of any synonyms for the main words that are listed? What are some definitions for the feelings listed? What situations lead to different feelings while at the hospital? If no happy situations are found, suggest the birth of a baby. How do people feel then? The part in the book when George made the children laugh is also a good example and draws them back to the book. The feelings web can be made and completed through kidspiration.com. If access to computers is limited, a semantic map can be printed off so each student has their own copy.
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences.)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Use a variety of writing technologies, including pen and paper as well as computers.)
Once the students finish reading their book a few times through in their literature circles, they will create a story map through mindmeister.com. They will create one using the main events from the book. They will number the events in the order that they occurred. The different literacy groups will create one story map. Once the students have written down the details, they will need computers and internet access to complete this project.
Story about curiousness (Comprehension and Vocabulary) B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly.)
Once the class has read through and discussed how George's curiosity got him into trouble, the students will write a short essay on a time in their life that they were curious or something that they are curious about currently. They will write what happened and how they finally learned something new or how they plan to find information on their current curiosity. They can make their story funny like Curious George or how curiosity doesn't usually involve running into trouble. They will illustrate their writing with a picture about their main action that takes place. The students have to implement two of their new vocabulary words into their short essay. Then I will be able to asses their knowledge of the new vocabulary and their comprehension of the story and how they have applied it to their lives.
Newspaper Article (Comprehension) B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation)
D.4.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English. (Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly occurring situations.)
Once the students have read through the story a few times, they will write an article using Fodey. They will create a newspaper clipping. They will use the RAFT method for this assignment. Their role is as a reporter because their format is a newspaper article. Their audience is other students and theme is how to make people feel better. They are to use how George made the others feel better by being entertaining as inspiration on how to make others feel better. Laughter is the best medicine. The students can go in any direction, but they have to give advice. I will suggest giving top tens ways to make others feel better or a personal anecdote as a way to convey their advice.
ABC Storybook for Curious George Goes to the Hospital by Margret & H.A. Rey
Activities Created by Elizabeth Jest
Anticipation Activities
Picture Walk (Comprehension)A.4.1 Use effective reading strategies to achieve their purposes in reading.(Discern how written texts and accompanying illustrations connect to convey meaning)
C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
I will introduce the book to the students and read the title. I will see if any of the students have read a Curious George book before. I will have the students make predictions starting with the cover.Then the whole class will do a picture walk through the book. The students will look at the pictures and predict what is going to happen. They are to comprehend what the story is about by looking at the pictures. The students will share their ideas with the group. The class will create a plot for the story and ask any questions before the reading is done. I will write the students' predictions on the board before we begin the story. At the end of the lesson, we will refer back to the predictions and see what was right and wrong.
K-W-L Chart (Comprehension)
C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
A.4.1 Use effective reading strategies to achieve their purposes in reading. (Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty.)
I will start the class with reading the title of Curious George Goes to the Hospital. Then the class will fill out a K-W-L based on what they know about hospitals. This will allow me to see what prior knowledge they already possess. They will have a chance to give their opinions and ask their questions. The K-W-L will be filled out on kidspiration.com or created on a whiteboard. I have given an example of some of the things that they might know, want to know and will learn by reading this book. At the end of the lesson, the L section of the K-W-L will be completed. This is a sample of a K-W-L from Kidspiration.com.
Blabberize (Comprehension)
C.4.2 Listen to and comprehend oral communications. (Identify and summarize key points of a story or discussion)
I will tell the students that Curious George wants to introduce his latest adventure to us. The Blabberize is of Curious George, and he introduces the story and tries to get the students to predict what is going to happen in the story. This will create discussion on what will happen in the story. It will also give insight into the students’ background knowledge. The students will also discuss what curious means and will have a better insight on what to expect throughout the story.
Building Knowledge Activities
Literature Circles (Comprehension and Fluency)
A.4.2 Read, interpret, and critically analyze literature. (Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences)
C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. (Participate in group readings, such as choral, echo, and shadow reading)
C.4.3 Participate effectively in discussion. (Reflect on the ideas and opinions of others and respond thoughtfully)
The class will first read through Curious George Goes to the Hospital. I will go through and answer any questions and show them an example of a story map that they will complete as a group at the end of their literature circle. The students will be split into 4 to 5 different literature circles. They will read other Curious George books. The other books are at a slightly easier level than the one that is read in class. The students will read about kites, pizza, ice cream, pancakes or dinosaurs based on their interests. The students will read the book a few times and then discuss it in their groups. The students will be assessed based on the consolidation activity and their participation in the group. There will also be a sheet with a few questions that will help the students formulate their main ideas from the book.
Vocabulary Flashcards (Vocabulary and Phonics)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly.)
Before the story is read, the students will be introduced to new vocabulary. We will then read through the story and notice where the words are found in the story. After the story has been read through a few times, the students will use the online flashcards by quizlet.com to practice the new vocabulary that they will encounter in the reading. The definition is on one side and the vocabulary word is on the other side. They can jumble the cards and there are various games for them to play using the flashcards. The words chosen for the flashcards are high frequency words and they are: curious, resist, complain, terrible and except. We will also go through a few other new words that they may not know, but are not used often like stethoscope. The students can also make their own flashcards on index cards to create their own dictionaries. These words will help them create richer writing works. The students will sound out the words on their fingers. The students will find prefixes and suffixes of the words in addition to learning the definitions.
Visit: Quizlet
username:ejjest password: reading1
Click on the flash cards called, Curious George
Feelings Web (Vocabulary and Comprehension)
Wisconsin Standard (A.4.1) Use effective reading strategies to achieve their purposes in reading. (Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficulty.)
C.4.3 Participate effectively in discussion. (Volunteer relevant information, ask relevant questions, and answer questions directly)
After reading the story together, the students will create different feelings for how they feel about going to the hospital. What different emotions can you have while being at the hospital? Can you think of any synonyms for the main words that are listed? What are some definitions for the feelings listed? What situations lead to different feelings while at the hospital? If no happy situations are found, suggest the birth of a baby. How do people feel then? The part in the book when George made the children laugh is also a good example and draws them back to the book. The feelings web can be made and completed through kidspiration.com. If access to computers is limited, a semantic map can be printed off so each student has their own copy.
Consolidation Activities
Story Map Mindmeister (Comprehension)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences.)B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Use a variety of writing technologies, including pen and paper as well as computers.)
Once the students finish reading their book a few times through in their literature circles, they will create a story map through mindmeister.com. They will create one using the main events from the book. They will number the events in the order that they occurred. The different literacy groups will create one story map. Once the students have written down the details, they will need computers and internet access to complete this project.
Story about curiousness (Comprehension and Vocabulary)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice)
D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly.)
Once the class has read through and discussed how George's curiosity got him into trouble, the students will write a short essay on a time in their life that they were curious or something that they are curious about currently. They will write what happened and how they finally learned something new or how they plan to find information on their current curiosity. They can make their story funny like Curious George or how curiosity doesn't usually involve running into trouble. They will illustrate their writing with a picture about their main action that takes place. The students have to implement two of their new vocabulary words into their short essay. Then I will be able to asses their knowledge of the new vocabulary and their comprehension of the story and how they have applied it to their lives.
Newspaper Article (Comprehension)
B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. (Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation)
D.4.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English. (Identify various styles and purposes of oral and written language and learn to communicate effectively in commonly occurring situations.)
Once the students have read through the story a few times, they will write an article using Fodey. They will create a newspaper clipping. They will use the RAFT method for this assignment. Their role is as a reporter because their format is a newspaper article. Their audience is other students and theme is how to make people feel better. They are to use how George made the others feel better by being entertaining as inspiration on how to make others feel better. Laughter is the best medicine. The students can go in any direction, but they have to give advice. I will suggest giving top tens ways to make others feel better or a personal anecdote as a way to convey their advice.